School-Based Social Capital in Ethnic Minority Students’ Progression to Post-Secondary Education in Hong Kong

Making use of the theories of SBSC and school structure and culture, this study employs multiple, qualitative case studies to examine: a) institutional provision of SBSC; b) the resulting benefits and challenges that EM students interpret and experience as they navigate PSE decision-making and application processes; and c) the school structural and cultural factors that impede or facilitate EMs’ access and use of SBSC.

Funding Source: RGC - General Research Fund (GRF)